Lesson study in mathematics with TDS and RME as theoretical support: two cases from the European TIME project

Abstract

Purpose: The authors investigate the use and potential of a theoretical combination of Realistic Mathematics Education (RME) and the Theory of Didactic Situation (TDS) to support Lesson Study (LS) in upper secondary mathematics. Design/methodology/approach: Case study performed by university researchers, based on theoretical analysis and case studies based on documents and observation from lesson studies. Findings: Even within a project lasting just about three years, teachers (with no preliminary experience of lesson study) engaged in lesson design based on the combination of theoretical perspectives from TDS and RME in ways that confirm the potential of that combination to enrich and focus teachers' professional development within the framework of LS. It is not clear to what extent the intensive and continued engagement of university researchers has been or would be essential for similar and longitudinal realizations of these potentials. Practical implications: As current European frameworks seek to engage researchers and teachers in collaboration and exchange across countries, networking of major paradigms of research (like TDS and RME) and uses of them as supports for teachers' inquiry (like demonstrated in this paper) is of considerable institutional interest and potential impact on schools. Social implications: Teachers' Inquiry in Mathematics Education (TIME) is a prerequisite for the development of Inquiry Based Mathematics Education, which in turn is required in many countries across the world, with the aim of fostering critical and competent citizens. Originality/value: This combination of (major) mathematics education theories to support and enrich LS has not previously been investigated. While several aspects of adapting to LS Western contexts have been investigated in the past, including the inclusion of perspectives and tools from academic research, the role of university researchers is also quite open. While authors do not offer a systematic study of this role, authors examine how this role may involve development of new practical combinations of different, complementary theoretical tools, which indeed hold potential to support lesson study in a European context.